This document provides an overview of case study research. It defines case study research as a qualitative approach that uses various data sources to conduct an in-depth analysis of a case or cases. It explores the aims, definition, design, data collection, and analysis aspects of case study research. Examples of case studies are also provided. The document concludes with a group activity asking readers to consider how a case study approach could be applied to their own research areas and what units of analysis and design they may use.

1. CASE STUDY RESEARCH
Dr. Andrew Wilkins
Email: andrew.wilkins@roehampton.ac.uk
Twitter: @andewilkins

2. AIMS
• Explaining case study research (definition)
• Designing case studies (design)
• Conducting case studies (data collection)
• Analysing case study material (analysis)
• Group activity

3. DEFINITION
Qualitative and quantitative, but predominantly
qualitative
‘In quantitative studies, the research question
seeks out a relationship between a small number
of variables...In qualitative studies, research
questions typically orient to cases or phenomena,
seeking patterns of unanticipated as well as
expected relationships’
(Stake 1995, p. 41)

4. DEFINITION
• Underpinned by inductive reasoning
• Geared toward analytic generalization
• Focus on particularisation, not generalization
• Communicate experiential through narrative
• Why? Phenomenon and context are blurred

5. DEFINITION
‘In seeking absolute truth, we aim at the
unattainable, and must be content with
finding broken portions’
Sir William Osler

6. DESIGN
• Research aims/questions
• Rationalization and justification of aims
• Theoretical statements or propositions, together
with evidence of a theoretical development or
trajectory
• Single-case or multiple-case design

7. DESIGN
• Construct Validity
- specification of meaning
• Internal Validity
- causal relationships
• External Validity
- analytic generalization
• Reliability
- correction or minimization of bias
(Yin 1994, p. 33)

8. DESIGN
• Embedded case study design
- multiple subunits of analysis
- multiple sources and types of evidence
- multiple methods of data analysis
• Holistic case study design
- single unit of data collection and analysis

9. CASE STUDY 1: SCHOOL
Official school
documents, website
material, prospectus,
minutes, improvement
plans, achievement
levels.
Mediating structures,
e.g. school-to-school
partnerships,
collaboration, local
authority, MATs, co-
operative, etc.
Government and non-
government texts, e.g.
DfE, Think Tank, Ofsted,
academic, third sector
and media.
Observations of
meetings, e.g. FGB,
committee and PTA.
Interviews with (support)
staff, parents, governors,
headteacher, etc.

10. DATA COLLECTION
• Research process is not routinized but typically sporadic,
non-linear and unpredictable
• Hallmarks of a good investigator
- approachable and congenial
- networks effectively and builds contacts
- ethical and trustworthy
- cognizant of relevant issues, language
- good listener, asks probing questions
- suspends conceptual baggage, e.g. is open minded

11. DATA COLLECTION
• Types and sources of data collection
- Documentation
- Archival records
- Interviews
- Direct or ‘detached’ observation
- Participant-observation
- Physical artefacts

12. DATA COLLECTION
• Triangulation or ‘converging lines of inquiry’ (Yin
1994, p. 92)
• Chain of evidence: ‘the principle is to allow an
external observer...to follow the derivation of any
evidence from initial research questions to
ultimate case study conclusions’ (ibid,
p. 98)

13. DATA ANALYSIS
Much qualitative data analysis hinges on
• ‘thick description’
- communicate experience of others
• ‘experiential understanding’
- develop appropriate conceptual tools
• ‘multiple realities’
- identify plurality of contexts
(Stake 1995: 43)

14. DATA ANALYSIS
Theory building and hypothesis testing
‘The gradual building of an explanation is similar to
the process of refining a set of ideas in which an
important aspect is again to entertain other
plausible or rival explanations’
(Yin 1994: 111)

15. DATA ANALYSIS
Indicators of bad research
• Seeking out only confirmatory evidence
• Biased and partial readings of selected texts
Indicators of good research
• Trustworthiness
• Representativeness

16. REFERENCES
Gillham, B. (2001) Case Study Research Methods. Continuum: London
and New York
Feagin, J., Orum, A. & Sjoberg, G. (ed.) (1991) A Case for the Case
Study. University of North Carolina Press: Chapel Hill
Stake, R.E. (1995) The Art of Case Study Research. Sage: London
Yin, R.K. (1994) Case Study Research. Design and Methods. Second
Edition. Sage: London

17. RECOMMENED READING: EXAMPLES
OF CASE STUDY APPROACHES
Ross, N., Renold, E., Holland, S.A.L & Hillman, A. (2011) Meaningful
meanderings: using mobile methods to research young people’s everyday
lives. In Sue Heath and Charlie Walker (eds) Innovations in Youth
Research. Palgrave Macmillan: Basingstoke, pp. 37-57
Sagan, S.D. (1993) The Limits of Safety. Organizations, Accidents and
Nuclear Weapons. Princeton University Press: Princeton, New Jersey
Allan, J. & Catts, R. (2012) Social capital, children and young people.
Implications for practice, policy and research. Policy Press: Bristol
Wilkin, A., Murfield, J., Lamont, E., Kinder, K. and Dyson, P. (2008).
The Value of Social Care Professionals Working in Extended Schools.
NFER: Slough

18. GROUP ACTIVITY (15-20 mins)
In pairs explore the extent to which a case study approach
compliments or deviates from the scope of your research
aims/interests.
Outline what you perceive to be its limitations and
advantages in terms of furthering knowledge of your
particular research area and its practical implications (e.g.
for practitioners, policy makers.)
What are the units of analysis that would make up your
single- or multiple-case study, and what kind of case study
design would you deploy, e.g. holistic or embedded?